Bates College SCARAB Honors Theses Capstone Projects 5-2019 De-Centering the Bildungsroman: Identification, Trauma, and the Female Double in Sylvia Plath’s The Bell Jar and Toni Morrison’s Sula Lily Kip [email protected] Follow this and additional works at: https://scarab.bates.edu/honorstheses Recommended Citation Kip, Lily, "De-Centering the Bildungsroman: Identification, Trauma, and the Female Double in Sylvia Plath’s The Bell Jar and Toni Morrison’s Sula" (2019). Honors Theses. 303. https://scarab.bates.edu/honorstheses/303 This Open Access is brought to you for free and open access by the Capstone Projects at SCARAB. It has been accepted for inclusion in Honors Theses by an authorized administrator of SCARAB. For more information, please contact [email protected]. De-Centering the Bildungsroman: Identification, Trauma, and the Female Double in Sylvia Plath’s The Bell Jar and Toni Morrison’s Sula An Honors Thesis Presented to The Faculty of the Department of English Bates College In partial fulfillment of the requirements for the Degree of Bachelor of Arts By Lily Kip Lewiston, Maine March 20, 2019 This project would not have been possible without those that stood behind me and weathered the hurricane of this process over the past nine months. Thank you to my parents, for their support and providing me with the privilege and opportunity to pursue my passions. Thank you to Oliver, whose continual partnership and encouragement contradict most of my argument. Thank you to Chandler and Olivia, the fellow bottom-dwellers of our strange small apartment. Thank you to all of those who have populated the first floor library tables and kept me laughing these last several months. Thank you to my classmates who have challenged me, the Bates Summer Research Fellowship which has funded me, and all of the professors who have taught me over the past four years. Thank you to Professor Sanford Freedman for his indispensable guidance in the first half of this project and thank you to Professor Sue E. Houchins for her faith in my work, fierce wisdom, and incredible influence on my academic career at Bates. This thesis is dedicated to my own girlhood double, Brianna. 2 Table of Contents Introduction 4 Chapter I: Hysteria and Serial Suicide in Sylvia Plath’s The Bell Jar 16 Chapter II: Queer Inversions, Black Hollows in Toni Morrison’s Sula 48 Conclusion: “What Transpired Among the Women” 74 3 Introduction “The fact is, I remember them only in my body. I cannot quote a single line from them, and I have not ever felt the need to return to them physically, thought I know that I always return to them as I write.” Dionne Brand, Map to the Door of No Return: Notes to Belonging This honors thesis will examine Sylvia Plath’s The Bell Jar (1961) and Toni Morrison’s Sula (1973) through the lens of gender, sexuality, and race using psychoanalytic theory to reinterpret the bildungsroman. Juxtaposing two mid-twentieth-century American women’s novels enables me to displace the individualist definition of the classic white male coming of age plot to center the plot on women’s narratives. I hope to refigure the term for an accurate representation of mid-century white and Black women’s development. I have taken Diana Fuss’s theory of queer “identification” as the starting point for my readings of both novels (Identification Papers 1995). My interpretations will focus on the double and the Black girlfriend, patterns of violence, Catherine Belsey’s work on cultural ideology (Critical Practice, 1980), and semiotic theory. The male bildungsroman emerged around the eighteenth century in German literature. In The Female Bildungsroman, literary critic Pin-chia Feng draws on Wilhelm Dilthey‘s original definition of the term as “a linear progression toward knowledge and social integration, and an upward movement toward spiritual fulfillment” (2). Of course, the coming of age tale is not specific to German culture or to men. In the British and American traditions, women’s novels of development have tended to act as prescriptions for ladylike conduct. They were subtle but potent indoctrination of heteronormative, middle-class, white behavior and outlines of ladylike conduct as subtle put potent 4 indoctrination of gender norms. Literary theorist Annis Pratt suggests that early versions of the female bildungsroman “prescribed submission to suffering and sadism as an appropriate way to prepare a young girl for life” (13-14). “Life” in this context, means heterosexual marriage and submission to men. The marriage plot thus became the dominant form of women’s bildungsroman. Jane Austen’s novels are the most prominent examples of this sort of text. Pratt contends that Austen’s work depicts women “growing down” rather than growing up (14). She argues that nineteenth-century fictional representations of women are treatises on how women should become objects rather than subjects, for women’s development was stunted and regressive. However, critic Susan Rosowski, in her essay on “The Novel of Awakening,” presents the view that Austen’s protagonists are capable “of dual movement, both inward to self-knowledge and outward, toward awareness of social, ethical, and philosophical truths” (67). Perhaps this is the case. Austen’s heroines do ‘succeed’ by the parameters of Regency-Era England, attaining the highest level of female embodiment in marrying financially upward. But Austen’s novels still outline the path of respectable and economically sound matrimony, not necessarily self-development. The marriage plot posits itself not as a developmental narrative but as a narrative space where characters make concessions, compromises, and figure their way into economic comfortability (Pratt 15). Over time, women writers began to move the female coming of age story away from the marriage plots. The of the “awakening” emerges towards the end of the nineteenth century and beginning of the twentieth. Rosowski defines the novel of awakening through a “protagonist who attempts to find value in a world defined by love and marriage” (49). The protagonist of this type of novel is typically a white married woman of some means who 5 “wakes” to the limitations of her gender and her marriage. The character’s development “is inward, toward greater self-knowledge and subjectivity” which results in a “revelation of the disparity between that self-knowledge and the nature of the world” (49). The character discovers that marriage does not and cannot provide a happy ending. Rosowski focuses on 19th and some very early 20th century novels: Flaubert’s Madame Bovary, Kate Chopin’s The Awakening, Willa Cather’s My Mortal Enemy, Agnes Smedley’s Daughter of Earth, and George Eliot’s Middlemarch. In a majority of these works, the character turns to suicide as the answer to the pain of being “awakened.” Rosowski comments on Chopin’s The Awakening: “For only by complete isolation of self can Edna be truthful to her inner life. Any contact with external reality threatens this dream” (54). The character’s inner world becomes incompatible with reality, and so in order to maintain a loyalty to the self, she must die. Protagonists who do not die, and in the nineteenth and early twenties there are few, find “resolution only at great cost. she must deny one element of herself” (68). Death, which represents the maximal loss in these narratives, also presents the most introspective act that a character may take within the narrative form. In the middle of the 20th century, women begin to survive their narratives. These novels end neither in death nor in marriage but by looking toward and uncertain future. This form applies to both men’s and women’s coming of age texts. The postmodern coming of age novel centers on the individual, following meandering and convoluted narrative arcs. Nicholas Donofrio, in “Esther Greenwood’s Internship” cites The Bell Jar and The Catcher in the Rye as novels that “deserve to be read as failed bildungsromans… because they ultimately decline to narrate their protagonists’ passage into romantic and professional maturity” (241). Donofrio also concedes that for the female protagonists of Austen, Bronte, 6 and Eliot, “mentors are hard to come by, lessons appear more coercive than educational and mastery is rarely achieved” (243). To define the bildungsroman in such stringent terms thus excludes a long history of women’s coming of age texts, none of which end neatly in the independent adulthood of the male protagonist. By this contention, no woman’s narrative and more so no non-white person’s narrative, can ever be a bildungsroman. Ideological constraints for young white women, and young women and men of color prohibit ascension into “romantic and professional maturity.” The so-called “maturity” is one only accessible to privileged white men. Donofrio does admit that depicting The Bell Jar and Catcher in the Rye as failed “is therefore to insist on a very specific definition of failure indeed,” and proposes classifying The Bell Jar as a modern novel of the internship—which is a definition still limited by class (247). If the bildungsroman genre cannot even include quintessentially white male texts such as The Catcher in the Rye, or texts of white female privilege such as Austen’s work or The Bell Jar, then the term itself has failed—not the novels. Perhaps the coming of age narrative should not need to follow the limiting linearity of Dilthey. Rather than create subcategories, the shifting the definition of bildungsroman to encompass marginalized perspectives is necessary. Reading The Bell Jar and Sula as bildungsroman within the context of the gender and race principles which govern Esther, Nel, and Sula’s development permits a de- centering of the term from its white male origins.